Sentences with phrase «where teachers have»

Research makes clear that the benefits of early childhood education come from programs where teachers have the time and resources to provide age - appropriate activities and engage children with positive interactions.36 This in turn requires small class sizes and adequate compensation to recruit and retain highly skilled teachers.

They also attend small public schools where teachers have close communication with the Institute and treatment parents.

It's easy to say, well, Topchik was employed at a private school where teachers have the discretion to go beyond rote requirements.

The Gettysburg Address isn't typical reading in a high school English class, where teachers have long favored literature such as Moby Dick, Nineteen Eighty - Four and Shakespeare.

Finally, the article suggests that Rocketship is too focused on test scores, to the point where teachers have students retake standardized tests in order to boost scores (Kamenetz 2016).

Moreover, pausing or repealing CCSS implementation translates to very real disruptions in classrooms, where teachers have already adjusted their instruction so that it aligns with the standards and students have already been exposed to the new, more rigorous expectations.

These networks are places where teachers have opportunities to solve immediate problems.

You can also find subject - centered design in large college classes where teachers have a tendency to focus on a particular subject or discipline with little regard for individual learning styles.

They fear that the achievement gap between native speakers and English learners will widen, particularly in schools where teachers have too little training and too few resources.

A school structure that requires students to move to new teachers each year, where learning is in cement blocks of 40 minutes, and where teachers have little or no control over the schedule would be a difficult structure for integrated, project - based learning.

Some districts use distributed leadership developed where teachers have a say and feel supported and where change is top down, bottom up, inside out and outside in.

Have you ever heard of a school where teachers have control of the learning program, the hiring and retention of personnel, and are responsible for the success of the school?

Many approaches are practical and can be implemented in classrooms and schools where teachers have the will and skill.

Of course, the problem is even where teachers have agreed to a wage freeze you have increasing costs — without additional state aid — those extra dollars will have to come from the local property tax which is much more unfair for the middle class than raising money through the income tax (assuming you don't let the millionaires off the hook like the Governor did).

Union dues are highest in states where there is compulsory unionism — sometimes twice as much as compared to states where teachers have the option not to join the union.

Even in classrooms where teachers have now been hired permanently, students are desperately far behind.

Doug Thomas, Walter Enloe, and Ron Newell explore the Minnesota New Country School, where teachers have control of the learning program, the hiring and retention of personnel, and are responsible for the success of the school.

Research shows that student gains are most pronounced where teachers have greater longevity and work as a team.2 (See the sidebar here for an example of how this collective approach can work.)

Certainly at the elementary level, where teachers have to teach all the subjects, and also at the secondary level, major publishers are very influential.

This resource features all the known K - 12 public schools where teachers have collective autonomy to make decisions influencing school success.

To us, these charter schools offer the right approach because, according to extensive research, students have a better chance of building deep knowledge and honing critical - thinking skills in schools where teachers have voice and student bodies are integrated.

«Where teachers have been involved, we're seeing some very effective relationships that translate into effective schools,» she said.

This Helsinki timetable was a significant departure from my previous teaching schedule, but in Finland, where teachers have relatively fewer instructional hours compared to their international peers, it wasn't exceptional.

It's in most of these same states where teachers have held demonstrations calling for pay raises.

«We have clear evidence that, at an operational level, the best results in mathematics teaching at key stage four are achieved where schools and regional consortia work together, and where teachers have opportunities to share best practice and benefit from appropriate professional development and regular network opportunities.»

That is especially true at boarding schools, where teachers have significant benefit packages that include complimentary housing in addition to a salary.

This is particularly true at a regional level where teachers have been understandably reluctant to move long distances, as demonstrated by the failure of the National Teaching Service.

I believe that the critical thinkers we so desperately need will emerge from classrooms where teachers have eschewed the coverage approach in favor of fostering deeper thinking — and where the development of lifelong reading habits has remained as important as next month's test.

Yes, he is on to something here, but this is happening mostly where teachers have a choice whether or not to join, and many are choosing the latter.

There are even some school districts where teachers have been asked to drop novels altogether to meet the new nonfiction requirements.

Many classrooms have created spaces where teachers have shown they value students» lives and identities in a variety of ways.

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Combining these three states with the two shortlist states above suggests that teachers in much of the South endure conditions similar to states where teachers have already organized.

For all the surface similarities between the state and others where teachers have been active, the underlying dynamics and mechanisms are «completely different,» said Carlson.

There are also bad apples in states where teachers have no tenure.

As a parent I am most interested in a school environment where teachers have the autonomy to meet the specific needs of my children.

As a consequence, Latino / as frequently attend schools where teachers have limited knowledge of their cultural backgrounds.

Claire Cavallaro, dean of the College of Education at Cal State Fullerton, said the event will be structured along the lines of previous one - day Edcamp conferences, where teachers have drawn up the agendas to share what has worked best in their classrooms.

The trailer for the movie, which opens in September, shows a mother, played by Gyllenhaal, leading parents in taking over a failing school where teachers have failed to teach her daughter to read, punched her and locked her in a closet.

School leaders need to focus their attention on creating the conditions where teachers have the resources, courage, and support to experiment with improving their practice, and then the space to share what they are learning with other educators.

This could be an «Appy Hour» where teachers each have two minutes to demo a favorite app they're using in their classroom, or an opportunity for each member of the school community to share a successful lesson or new web tool they've tried out with students.

Educators at Wiley H. Bates Middle School in Annapolis, Maryland, where all teachers have been trained in and are committed to using AI, credit the strategy for successfully turning around the school.

On the importance of setting high expectations, analysis shows students in schools where teachers have low expectations are 1.2 times more likely to perform poorly in mathematics, after accounting for socioeconomic status.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

These are the areas where teachers have tremendous experience in everything from lesson planning to assessment.

Farron said he wanted schools to be «places where our teachers have the freedom to use their skill and their knowledge to open young minds, not just train them to pass exams» and «places where children are inspired to learn, not stressed out by tests».

But it should no longer be the case that only the lucky students get to learn in schools where teachers have decided to work against standard expectations.

The schools and classrooms where I've seen the strongest relationship - based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.

For example, the first chapter is set on a Volcano, whilst the second episode feels like a completely different story altogether and is set in a school where the teachers have become minions of Commander Hood.

Where teachers have hung ropes from play structures and monkey bars, using knots, disks and making simple swings for toddlers that are just inches off the ground.